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Effective professional development is essential for improving mathematics teaching, thus improving student outcomes. Research highlights that successful professional development focuses on building knowledge, motivating educators, refining teaching techniques, and embedding effective practices. This is the stance we have taken within our own school.
Building Knowledge
A strong grasp of subject knowledge is vital for any teacher who is delivering maths lessons. The Education Endowment Foundation (EEF) states, “Ensuring teachers have a secure understanding of what they are teaching is critical for student success” (EEF, 2023). Schleicher (2018) supports this, noting that “the most successful school systems ensure teachers have deep content knowledge alongside strong pedagogical skills”. At Billesley Primary School, we achieve this by not only having experienced teachers working alongside those with less experience but also through access to documents explaining and modelling subject knowledge, calculation methods, CPA approaches, an open door policy which allows staff to ask for support or guidance and an established coaching program that supports staff with the understanding of any gaps in their own knowledge. Not only does our coaching program focus on building knowledge but it is used to motivate staff, hone skills and support them to be reflective practitioners (looked at in more detail below). To ensure this is effective, it is vital to have positive relationships with staff.
Motivating educators and developing teaching techniques
Teacher motivation is crucial for any professional development success. The EEF highlights goal setting as a key motivator, stating, “goal setting can be an effective tool for enhancing teacher motivation and professional growth” (EEF, 2022). This is not only applicable to performance management and lesson observations but is most useful within the coaching program. This provides the opportunity to set small, manageable targets relating to improving their understanding or teaching in a manner that is supportive and informal. Allen and Sims (2018) further emphasise that, “teachers who feel supported in their professional development are more likely to remain in the profession”. Making myself available to teachers is one of the most important aspects of my job role. Giving them positive feedback, constructive input and a supporting hand, helps motivate them whilst also improving their own understanding and practice. The EEF states, “deliberate practice, coupled with effective feedback, is a powerful driver of teacher improvement” (EEF, 2022, p. 18). Sheffield Hallam University (2019) found that “targeted support for mathematics teachers significantly improved both teaching confidence and student outcomes”. Here at Billesley Primary, we do this effectively in two different ways. I regularly monitor the lessons that teachers have prepared, giving effective feedback on how to improve, which could be something such as calculation methods, and also what they are doing well. This, alongside the open door policy, where teachers can ask for support whenever they feel they need it, ensures that each teacher is given personalised support. We also have regular Continued Professional Development (CPD) sessions for all teachers to hone, explore and understand the teaching techniques that we would like them to use.
Embedding effective practices in a reflective way
For lasting impact, professional development must be integrated into daily teaching. The EEF recommends action planning and monitoring, warning that “without a structured approach to integrating new strategies, professional development efforts may not yield long-term benefits” (EEF, 2023). Schleicher (2018) highlights that to see sustained improvements in educational performance, continuous professional development is needed. I would take this one step further. Teachers need a structured approach to the CPD, but to also understand the reasons behind any strategies and to have a voice. The most positive outcomes I have seen in teachers professional development of Maths is when I have structured it in the following way:
1. Share the strategy
2. Share and explain the reasons why – research into impact
3.Teachers take the opportunity to implement in their own classrooms
4. Feedback is gathered from teachers, looking at both impact and teachers’ reflections
5. Another CPD session evaluates the strategy so far and refines to make it the most effective.
The reflection from teachers in each stage is key to their own professional growth. Research conducted by Schön, D. A. (1987) states that, “expert teachers engage in systematic reflection to refine their instructional approaches and improve student outcomes”. The NCETM also highlights that ongoing professional development helps teachers build confidence (NCETM, 2023). Together, these elements are crucial for achieving ‘teacher buy-in’, ensuring that educators actively embrace new strategies with enthusiasm and openness, ultimately enhancing their professional growth. When I was looking at improving the teaching of times tables across the school, it felt very daunting at first as I wanted the staff to completely change their approach to it. However I found that sharing the research that led me to my new strategy, and the reasoning behind it, supported teacher enthusiasm and I saw positive results in a very short amount of time due to how engaged the staff were.
Impact on student progress
Research shows effective professional development improves student outcomes. Recent research has found that “teachers who engaged in collaborative professional development reported increased confidence and better student outcomes in mathematics” (IRIS Connect, 2023). Schleicher (2018) also found that systems that invest in teacher learning saw direct improvements in student attainment, particularly in mathematics. This might seem simple, but putting time and effort into supportive, effective professional development makes a big difference. It’s more important to focus on encouragement and collaboration rather than just giving critical feedback or expecting staff to adopt new strategies without clear communication.
Conclusion
Put simply, investing in effective professional development enhances maths teaching and student learning. Focusing on knowledge-building, motivation, skill development, and embedded practices ensures long-term improvements. As the EEF states, “With effective professional development can come great maths teaching. With great maths teaching can come confident, knowledgeable, motivated young mathematicians” (EEF, 2023). Isn’t that what we all want?
References
Allen, R. and Sims, S. 2018. The Teacher Gap. Routledge.
Education Endowment Foundation (EEF). 2023. Designing Effective Professional Development: Design in Maths. Available at:https://educationendowmentfoundation.org.uk/news/eef-blog-designing-effective-professional-development-design-in-maths
Education Endowment Foundation (EEF). 2022. Effective Professional Development Guidance Report. Available at:https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/effective-professional-development/EEF-Effective-Professional-Development-Guidance-Report.pdf?v=1648715505
IRIS Connect, 2023. Can Teacher CPD Have a Positive Effect on Pupil Progress in Maths? Available at:https://blog.irisconnect.com/uk/can-teacher-cpd-have-a-positive-effect-on-pupil-progress-in-maths
Schleicher, A. 2018. World Class: How to Build a 21st-Century School System. OECD Publishing, Paris.
Sheffield Hallam University. 2019. An Evaluation of the Further Mathematics Support Programme 2017 – 18.
Schön, D. A. (1987). Jossey-Bass higher education series. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions.
Leader of Learning in Mathematics, Billesley Primary School
I have been teaching for over 10 years, with experience in all year groups and a variety of schools, from one form to three form entry. My current role allows me to work alongside SLT in establishing policies such as implementation plans, and supporting all staff in a variety of ways in Maths, whilst also modelling how to put these into practice in the classroom. I also support and train a variety of trainees, teachers and leaders from around England in improving their own Maths teaching and procedures in their own schools.
Billesley Primary School is a three form entry school in South Birmingham and part of The Elliot Foundation Academies Trust. There are 698 students aged 3 – 11 on roll, 43% Pupil Premium with over 40 different ethnic groups represented in the school.
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